We present an argument for a higher priority for art in the educational system and "make a case" for the arts--to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for…

This research investigates how children located in separate homes use the psychological function of imagination to engage in sociodramatic play using networked digital technologies. Specifically, it examines how 7- to 8-year-old children create imaginary play situations in the same "Minecraft: Education Edition" digitally-mediated…

This article aims to explore characteristics of queer imagination that cultivate alternative desires and bodily relationships, making them more tangible as possible alternatives. By doing so, it provides an opportunity for educators to think about the pedagogical qualities of queer imagination and how they can offer alternative perceptual…

Critical pedagogy emphasizes the inseparability of politics and education (Freire, 2012; hooks, 1994). However, many strands of critical pedagogy are focused on ideological critique of elements of Modernity such as racism, sexism, colonialism, extractivism, and domination which are treated as unintended errors or ancillary conditions. That is,…

"After the end of the world" is a speculative concept used to imagine what life could be after the world "ends" envisioning a new world that does not currently exist. Taking up Gumbs' metaphor, this essay explores what education could be "after the end of school," imaging a world beyond education as we know it to be.…

Preschoolers are offered few opportunities to become acquainted with non-fiction books, and when they are given the possibility to read non-fiction picturebooks, these are often fictionalised in one way or another. The fictionalisation of children's non-fiction blurs the boundaries between fiction and non-fiction picturebooks. This could mean that…

This article presents an exploration of imagination as a fundamental and often undervalued aspect of human cognition emphasising its crucial role in fostering creativity. Acknowledging the challenges associated with researching imagination and its role in children's learning, the authors explore imagination through the lens of eight core…

Spurred by an observation that 'student art teachers don't want to be radical teachers', this paper explores how the gift by a lecturer of a tongue-in-cheek hand-printed 'Artistic Licence' to a new cohort of pre-service teachers, gives permission to imagine new futures. Through a dialogic image-exchange two educators bring their radical manifesto…

Helping people to better understand and respond to the complexities and multiplicities of twenty-first century realities requires higher education systems to break free from persistent hierarchical binaries and knowledge silos. Rosi Braidotti's posthuman feminist vision, rooted in radically relational ways of being, offers a generative lens for…

This writing originates from unease with assumptions that often shape intergenerational practices and everyday encounters in the UK, for instance, assumptions about generational 'gaps' or 'roles' and the pedagogy of 'interventions' to promote meetings 'between' ages. Such interventions are usually predicated on chrono-logical notions of infant,…

Knowing how children become oriented to imaginary play can help educators in centres better support development. But how this begins in the first years of life is not well understood. How toddlers transform through their imagination concrete objects (such as play accessories, figurines, and books) to become props in play (placeholders and pivots)…

This article focuses on imagination and the role it can play in bringing about transformation. Through telling stories of feminist activism and teaching, we consider how imagination can extend our understanding of transformative learning. We examine how creative expression and various art forms have enabled imagination and consider the conditions…

Framing education ecologically and cultivating an environmental consciousness in the way Michael Bonnett has articulated poses a fresh challenge to educators to identify the latent aspects of educational philosophy and practice that are rooted in an Enlightenment 'metaphysic of mastery'. In 'The Significance of Myth for Environmental Education'…

A variety of studies have attempted to explain the dispositions of imagination; notably, imagination engages and develops an individual's creativity. In the present study, we propose that three types of imagination dispositions (i.e., epistemic, sensory, and future imagination) serve as cognitive mechanisms for the ability to efficiently generate…

The most important and general aim of the education system is to edify students, epistemically speaking. However, it is a sad reality that the education system is sometimes a corruptive epistemic environment in which a variety of epistemic injustices occur. In this article, I first argue that the special character of educational institutions means…